Hundreds of thousands of students study abroad and in off-campus domestic study for academic credit each year, and many universities identify these experiences as high-impact practices that augment on-campus global learning. Although a solid body of research has investigated the interactions of the pre-, during-, and post- attributes of the campus experience with off-campus study (Vande Berg, Connor-Linton & Paige, 2009; Vande Berg, Paige & Lou, 2012; Engberg, 2013), questions remain about the larger picture of off-campus study and its integration with college education as a whole. As Salisbury notes (2011, 2013) scholars have examined individual study abroad experiences, looking at learning outcomes such as the development of intercultural competence measured at the start and end of a study abroad course. However, as other researchers note (Haywood & Charette, 2012; Hoff & Paige, 2008; Deardorff, 2014), developing competence is an iterative process, necessitating more complex methods to complement pre- and post-experience inventories.

Despite a growing knowledge-base about study abroad and off-campus domestic study, higher education still needs to learn more about these high-impact practices. We asked participants in the Center’s Research Seminar on Integrating Global Learning with the University Experience to identify pressing inquiry questions about global learning. Here’s what they said:

How to cite this post:

High-Priority Questions about Global Learning. 2016, February 9. [Blog Post]. Retrieved from